ATTIVITA’ CLIL DI FISICA – autore : Nitti Silvia PROGETTO CLIL - ITI CARDANO INTRODUZIONE Nell’ambito del progetto CLIL del nostro Istituto ho sviluppato diverse lezioni di fisica integralmente in lingua inglese e rigorosamente con metodologia CLIL. Come si può intuire dalla presentazione che segue questa metodologia prevede una grande partecipazione attiva degli studenti che, tramite molte esercitazioni (activities) sono stimolati ad attivare quattro livelli di competenze linguistiche: speaking, reading, listening, writing. Le tecniche previste dal metodo CLIL e qui attuate sono molto varie e comportano attività di coppia e di gruppo che sviluppano l’apprendimento cooperativo (cooperative learning). Gli studenti hanno partecipato attivamente e con molto interesse dando mediamente risultati molto soddisfacenti. I tempi di realizzazione di questo modulo di fisica sono stati più lunghi del tempo richiesto a sviluppare lo stesso percorso di fisica in lingua Italiana. Lo scopo dell’attività qui presentata e svolta già nelle classi seconde, oltre quello ovvio del CLIL che consiste nell’apprendimento integrato di lingua e contenuti di Fisica, è anche quello di preparare gradualmente gli studenti alle richieste della riforma che prevede che nell’anno di quinta almeno una materia non linguistica sia insegnata in una seconda lingua. L’attività CLIL a partire dalle classi seconde ha quindi l’obbiettivo finale di ridurre negli anni il differenziale tra il tempo richiesto per l’attività didattica in seconda lingua rispetto al tempo richiesto per l’insegnamento degli stessi contenuti ma in lingua madre, così da permettere in quinta di rispettare i programmi didattici e le loro tempistiche, pur attivando percorsi CLIL di ampia portata. In questo Power Point presento le lezioni e le esercitazioni svolte in classe. Per comprenderle meglio si legga il file “Lesson plan on phase transition”, alla voce “Procedure”. Ho anche sviluppato altri files per esercitazioni a casa e verifiche individuali sommative. Nitti Silvia Author Nitti Silvia 1
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ATTIVITA’ CLIL DI FISICA – autore : Nitti Silvia
PROGETTO CLIL - ITI CARDANO
INTRODUZIONE
Nell’ambito del progetto CLIL del nostro Istituto ho sviluppato diverse lezioni di fisicaintegralmente in lingua inglese e rigorosamente con metodologia CLIL.Come si può intuire dalla presentazione che segue questa metodologia prevede una grandepartecipazione attiva degli studenti che, tramite molte esercitazioni (activities) sono stimolati adattivare quattro livelli di competenze linguistiche: speaking, reading, listening, writing.Le tecniche previste dal metodo CLIL e qui attuate sono molto varie e comportano attività di coppia edi gruppo che sviluppano l’apprendimento cooperativo (cooperative learning).Gli studenti hanno partecipato attivamente e con molto interesse dando mediamente risultati moltoGli studenti hanno partecipato attivamente e con molto interesse dando mediamente risultati moltosoddisfacenti. I tempi di realizzazione di questo modulo di fisica sono stati più lunghi del temporichiesto a sviluppare lo stesso percorso di fisica in lingua Italiana.Lo scopo dell’attività qui presentata e svolta già nelle classi seconde, oltre quello ovvio del CLIL che consiste nell’apprendimento integrato di lingua e contenuti di Fisica, è anche quello di preparare gradualmente gli studenti alle richieste della riforma che prevede che nell’anno di quinta almeno una materia non linguistica sia insegnata in una seconda lingua. L’attività CLIL a partire dalle classi seconde ha quindi l’obbiettivo finale di ridurre negli anni il differenziale tra il tempo richiesto per l’attività didattica in seconda lingua rispetto al tempo richiesto per l’insegnamento degli stessi contenuti ma in lingua madre, così da permettere in quinta di rispettare i programmi didattici e le loro tempistiche, pur attivando percorsi CLIL di ampia portata. In questo Power Point presento le lezioni e le esercitazioni svolte in classe. Per comprenderle meglio si legga il file “Lesson plan on phase transition”, alla voce “Procedure”. Ho anche sviluppato altri files per esercitazioni a casa e verifiche individuali sommative.Nitti Silvia
Author Nitti Silvia 1
MATERIAL PHASES AND THEIR TRANSITIONS
A PHYSICAL CHEMISTRY LESSONS USING THE CLIL METHOD
BY SILVIA NITTI – SECONDARY SCHOOL ITI CARDANO, PAVIA
MAY/2013
Author Nitti Silvia 2
Instant Solidification! VIDEO N °1
Vocabulary
State of matter
Order/disorder
Fix , fixed
Pack, packed
To flow
Shape
Intermolecular forces
Dense
Solid Liquid
Some states of matter (solids, liquids and gases) Lesson 1
Author Nitti Silvia 3
Dense
Unreactive
Weak/Strong
To fill
Volume
Crystalline Lattice
Material phases
Phase transition
(Code-Switching)
Lattice = reticolo
Guided Activity n°1-1 Vocabulary
Group work: discuss these words in in your group and match them with the definitions.
State of matter _______________________
Order/disorder _______________________
Fix , fixed _______________________
Pack, packed _______________________
To flow _______________________
Shape _______________________
States of Matter (solids, liquids and gases) - VIDEO N° 2States of Matter (solids, liquids and gases) - VIDEO N° 2States of Matter (solids, liquids and gases) - VIDEO N° 2
Author Nitti Silvia 4
Intermolecular forces _____________________
Dense _______________________
Unreactive _______________________
Weak _______________________
To fill _______________________
Volume _______________________
Crystalline Lattice _______________________
Material phases _______________________
Phase transition _______________________
Guided Activity n°1-1 Vocabulary
Group work: the definitions (to be match). Student A reads to the others a definition then the
team finds the correct word to match. After that students change roles
A. Powerless, the opposite of strongB. Regular allocation/irregular
C. Limited in a small volumeD. Liquid, solid, gas and Plasma are examples of these states
E. To change shape, adapting to the containerF. Constant
Author Nitti Silvia 5
G. The term phase is sometimes used as a synonym for state of matter.
H. Forces between molecules
I. CompactJ. It doesn’t react
K. To put in L. The appearence of an object, the figure of an object
M. The regular structure of a crystalN. The space that one object fills
O. The change of phase
Activity n°2-LES1: Type of states of matter
Work in group: put the objects in the labels in the correct column of the table, communicating in English with your mates.
6
Solids Liquids Gases
Activity n°3-LES1 The properties of the states of matter
Work in peers: fill the chart
Hint: you can use words like the one you heard in video n°2-Less1, or that you
have in the vocabulary sheet. Example: Strong/Weak/None, : Fixed/Not fixed,
High/Low/none
gas liquid solid
Volume
Author Nitti Silvia 7
Volume
Shape
Intermolecular forces
Does it flow?
Intermolecular order
Scaffolding
Use words like :
Fixed/Not fixed
Strong/weak/none,
High, low, none
Author Nitti Silvia 8
High, low, none
The atoms in a solid are tightly bound to each other, either in a regular geometric
lattice or irregularlyTwo type of solids
Crystalline solids Amorphous solid
This solid structure is very regular,
The crystal is highly ordered
This solid structure is regular only for small
distance. There is a short-range order
Lesson n °2 Solid structures
Author Nitti Silvia 9
Other crystals:•Emerald•Diamond•Amethyst•NaCl •Sugar
Other amorphous solids:Coal, Glass, Plastic, Rubber ,Wax
To know more: http://www.citycollegiate.com/solid3.htm
Activity n°1-LESS2 Amorphous solid and crystalline solids
Work in group: fill the chart below
Type of solids Amorphous solid Crystalline solids
Type of structure
Type of order
Author Nitti Silvia 10
Glossary:
Short-range order : type of order that is kept only for short distanceLong-range order: type of order that is kept for long distance
Type of order
Examples
Pictures
Author Nitti Silvia 11
condense
endothermic
to absorb
exothermic
Lesson n 3 Phase Change
Phase Change Diagrams - Mark Rosengarten, US Video N° 3-first part
1) Write the Italian names of the process onto the arrows of the figure on the right.
2) Complete the picture on the left then compare the two pictures and discuss (in English) with your group about how the words in the two languages are similar or very different.
Phase Change Diagrams - Mark Rosengarten, US Video N° 3 second part
Lesson n 4 Phase Change Diagrams
Change in State and molecular scheme video n.4
•Freezing (solidifying) is the phase change as a substance changes from a liquid to a solid. •Melting (fusion) is the phase change as a substance changes from a solid to a liquid. •Condensation is the phase change as a substance changes from a gas to a liquid. •Vaporization is the phase change as a substance changes from a liquid to a gas.
Author Nitti Silvia 23
When phase transition (phase change) doesn’t occur an object that absorb a quantity of
thermal energy ∆∆∆∆E (called also heat, “Q”) will increase it’s temperature of ∆T
So that ∆∆∆∆E = c . m . ∆∆∆∆T, where c is the specific heat, a constant depending on the material.
The specific heat c has the same value of the energy that you would need to heat up 1 Kg
of a substance in order to increase it’s temperature by 1 °C.
T
Lesson n 4 Phase Change Diagrams
T
Thermal energy
∆∆∆∆T
Q
Q = c . m . ∆∆∆∆T ∆∆∆∆T = Q /(c . m)
Q = C. ∆∆∆∆T ∆∆∆∆T = Q/C
c = Q / (m . ∆∆∆∆T) Specific heat
C = Q /∆∆∆∆T Thermal capacity
Heat: it’s a variation of thermal energy
Author Nitti Silvia 24
During the phase transition (phase change) an object that absorbs a quantity of thermal energy ∆∆∆∆E
(called also heat :Q) changes it’s states, but it’s temperature remains constant. The energy required
for the change is proportional to the mass of the object.
∆∆∆∆E = L . m
where L is the Latent heat, a constant depending on the material and on the type of transition.
For the case of melting a solid into a liquid The Latent heat Lf is also called the heat of fusion. It has
the same value of the heat that you would need to melt 1 Kg of that solid.
T = temperature at which the fusion (melting) occurs
Lesson n 4 Phase Change Diagrams
The four states of matter song
T
E
T f
∆∆∆∆E (Q)
Tf= temperature at which the fusion (melting) occurs
Q = Lf. m Lf = Q /m Latent heat of fusion
Author Nitti Silvia 25
Lesson n 4 Phase Change Diagrams
http://www.rpdp.net/sciencetips_v3/E8A3.htm
∆∆∆∆ECD= Lv. m
∆∆∆∆EAB = Lf. m
= Lv
EA EB ECED
EB - EALatent heat of fusion or Heat of fusion
Author Nitti Silvia 26
Plasmathe forth states of matter
Gigant solar eruption Gas-plasma-carie
Plasma TV
Lesson 5
Plasma Globe
Plasma Tube
Plasma galaxy Lightning
Author Nitti Silvia 27
4Lesson 5
If we have a gas that consists of single atoms, and we add sufficient energy
(heat) to it, the negatively charged electrons which are typically bound to the
positively charged nucleus of these atoms will overcome the pull of the nucleus
(opposite charges attract). The result will be a “soup” of particles consisting of
the free electrons (- charge) and the free nuclei (+ charge). This state is known as
plasma.
Author Nitti Silvia 28
Lesson 5
29
1. Listen while the text is read (by the Teacher) and number them in the order in which you hear them (only the first time you hear them).
2. Now listen to the definitions (read by the T) and say which words on your list they define.
3. Then write in the words next to their definitions (give definitions on paper)
4. Now read the text yourself (give text)
Plasma exercise activity 1-Less5
List of words:
double layers increasing turning it into
charge carriers electrons laser
dissociation charged electrically conductive
ionization ionize ions
Microwave electromagnetic fields molecular bonds
Author Nitti Silvia 30
The text activity 1-Less5
Plasma is one of the four fundamental states of matter (the others being solid, liquid, and gas).
Heating a gas may ionize its molecules or atoms (reducing or increasing the number of
electrons in them, thus turning it into a plasma, which contains charged particles: positive
ions and negative electrons or ions.[2] Ionization can be induced by other means, such as
strong electromagnetic field applied with a laser or a microwave generator, and is
accompanied by the dissociation of molecular bonds , if present.[3]
The presence of a lot of charge carriers makes the plasma electrically conductive so that it
responds strongly to electromagnetic fields . Plasma, therefore, has properties quite unlike
those of solids, liquids, or gases and is considered a distinct state of matter .those of solids, liquids, or gases and is considered a distinct state of matter .
Like gas, plasma does not have a definite shape or a definite volume unless enclosed in a
container; unlike gas, under the influence of a magnetic field, it may form structures such as
The forth and the fifth states of matter video ..start from minutes 4.48
Lesson 6
35
A) Like a gas, ................ (A1) does not have definite shape or volume. Unlike
gases, ............. (A2) are electrically ..........., produce magnetic fields and
electric currents, and respond strongly to electromagnetic forces. In a
Final summative kinetic activity
Read the phrases on the wall and match it with your labels.
ON THE WALL:
electric currents, and respond strongly to electromagnetic forces. In a
.............. (A1), electrons are ripped away from their nuclei, forming an
electron "sea". This gives it the ability to conduct ................ (A3)
B) A ……………. (B1) is characterized by structural ………….. (B2) and resistance
to changes of shape or volume. Unlike a liquid, a …………. (B1) object does
not flow to take on the ………. (B3) of its container and doesn’t expand to
fill the entire volume available to it like a gas does.
Author Nitti Silvia 36
C) A ......... is a compressible fluid. It conforms to the ........... of its container
and it also expand to fill the container. It has no definite shape or
............., but occupies the entire container in which it is confined.
D) ................... is the only state of matter with a definite volume but no
fixed shape. Like a gas, a .................... is able to flow and take the shape of
a container. Unlike a gas, a ........... does not disperse to fill every space of a a container. Unlike a gas, a ........... does not disperse to fill every space of a
container, and maintains a fairly constant density
E) In a ........, the molecules have enough kinetic energy so that the
effect of intermolecular ............... is small (or zero for an ideal gas), and
the typical distance between molecules is much greater than the